Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects

Introduction

The problems school administrators experience in professional practice are multifaceted, wide-ranging, and difficult to address. Referred to as problems of practice, these problems occur within the organizational context of schools or districts, and they are typically connected to educational leaders’ work to improve teaching and learning. Potential dilemmas include social or community issues, classroom management, curriculum planning, or parent engagement. The countless problems that arise within schools and districts are seldom resolved with well-meaning simplistic solutions. Instead, these persistent and complex organizational problems require solutions and approaches that are thoughtful, thoroughly investigated, and even creative. Educational problems of practice can be difficult to resolve because there are no one-size-fits-all solutions. They are complex and involve a host of variables, including school and classroom contexts, psychology, and knowledge of pedagogy and content. Additionally, as the role of an administrator continues to grow and change, educational leadership preparation programs cannot conceivably prepare students for all the situations they may encounter.

To be well-prepared for the frequently evolving school contexts, principals must be self-directed. They must constantly identify problems, find empirical research that explores that problem, and create a solution that is rooted in academic research (Figure 1). Therefore, educational approaches that promote self-directed learning (e.g. Candy, 1991; Raidal & Volet, 2009; Schrader-Naef, 2000) and “learning how to learn” (e.g. Schraw et al., 2006) are critical in preparing graduates for continuous professional development. Educational leadership graduate programs must prepare future principals to respond to problems of practice by helping them to become self-directed practitioners and leaders who can address complex problems within dynamic educational settings. Educational leadership programs that utilize andragogical methods, including self-directed learning (SDL), are preparing graduates to seek, analyze, and utilize information effectively, skills necessary for making informed decisions and applying theory to practice. Educational leaders who can combine their practical knowledge with theory and research have the potential to foster educational environments that are equitable centers of learning for all students.

Figure 1.

Principal problem solving

This chapter examines educational leadership graduate programs and the complex process of preparing the next generation of educational leaders. The authors identify SDL as a critical competency for educational leaders, including administrators, of the future, and acknowledge the ways in which some educational leadership graduate programs have worked to shape their programs as settings that foster the advancement of pre-service principals as scholar-practitioners through the integration of new standards and frameworks that encourage the development practice-related research skills. By providing support and guidance for pre-service principals enrolled in educational leadership graduate programs, faculty can help students develop the skills to be successful self-directed learners who can envision clear goals, gather appropriate resources, and demonstrate effective learning strategies. Also, the authors discuss problems-of-practice and the ways in which educational leadership programs prepare pre-service principals to grapple with these complex issues. Lastly, a problem-of-practice project is outlined for use in the classroom. The authors examine how problem-of-practice projects may encourage pre-service principals to engage in self-directed learning, an experience that prepares them for their future role as a building administrator tasked with multiple responsibilities.